The following sections provide a wide variety of resources for improving teaching, curriculum development, student management, the application of educational technology and other aspects of learning with emphasis on faculty support and development. The resources are organized by; Learning Theory, Learning Approaches, Curriculum Design, Teaching Methods and a collection of Resources for Teaching. There are numerous links and many of the webpages and articles include references or links to additional materials addressing learning and faculty support. Also included in this section is a list and description of books and materials located in the Fairchild Research and Information Center at Maxwell AFB supporting learning and faculty development.

TLC Reserve Shelf in the MSFRIC

Click HERE to see the books on the TLC Reference Shelf in the MSFRIC that promote faculty expertise and are available for checkout at the MSFRIC.

Learning Theory

The following resources provide an introduction to some of the major learning theories for education.

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program.

InstructionalDesign.org is designed to provide information about instructional design principles and how they relate to teaching and learning. The site provides an overview of many learning theories with accompanying reference sources. Resources on this site were created by Greg Kearsley and Richard Culatta.

This study is intended to help AF leadership and educators better understand the importance of affective learning in the development of Airmen as life-long learners. Affective learning concerns learners' attitude, motivations, beliefs, and emotions.

Adult learning theories provide insight into how adults learn and can help instructors be more effective in their practice and more responsive to the needs of the learners they serve.

Learning Approaches

This section provides ideas and methods for various styles or modalities of teaching and learning. Each learner has a preferred style of learning which, if possible, should be addressed to make learning most effective. In addition, the subject or domain for learning can also impact which style or method of teaching might be most appropriate for producing an effective learning experience.

How People Learn
This teaching guide highlights the pedagogical theory presented in the book: How People Learn: Brain, Mind, Experience and School
John D. Bransford, Ann L. Brown and Rodney R. Cocking, editors
National Academies Press; 1st edition (September 15, 2000)

Commissioned by the National Research Council, How People Learn presents the conclusions of recent research in cognitive science, and then develops their implications for teaching and learning. The following highlights of this research may be helpful as you reflect on your own teaching practice, and how it may better enhance your students’ learning.

Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning.

In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

Active learning involves teaching methods that "involve" students in active participation rather than passive absorption. Students "do something" associated with the learning task to become more engaged. With active learning, students are expected to be more responsible for their own learning (learner centered).

Instructional Design

"Instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation" (Smith & Ragan, Instructional Design, 2nd Ed, Wiley, 1999). In other words, it is the process where educators determine how best to teach a lesson or course while guided by a set of education principles.

InstructionalDesign.org is designed to provide information about instructional design principles and how they relate to teaching and learning. Instructional design (or instructional systems design), is the analysis of learning needs and systematic develoment of instruction. Resources on this site were created by Greg Kearsley and Richard Culatta.

The syllabus is a key instrument for education that can serve in multiple ways for both the students and the instructor. A good syllabus is normally essential for conducting courses in education and this article describes some the why's and how's associated with creating and using a syllabus as part of good teaching practices.

The syllabus is a key instrument for education that can serve in multiple ways for both the students and the instructor. A good syllabus is normally essential for conducting courses in education and this article describes some the why's and how's associated with creating and using a syllabus as part of good teaching practices.

How to Teach (Stand-up, facilitation, preparation, techniques)

This section provides ideas, techniques and methods for operating and teaching in the learning environment, either in the classroom or online.

Stanford University offers a guide for effective and engaging lectures. The best lectures, like any good talk, invite students to think imaginatively and conceptually about a significant theme or problem. Several other aspects of effective lectures are addressed including:

A great set of do's and don'ts that can help lead to more effective lectures through improved presentation methods and style. The article provides teachers with practical recommendations, tips and techniques to develop a style of presentation that connects with students and helps promote learning through improved communication.

Teaching Resources (Assessments, Surveys, Critical Thinking)

This section provides teaching resources in the form of tools, tips, templates and methods to support various teaching activities.

The AACS provides 16 rubrics, available for download, that address a wide variety of commonly assessed intellectual and practical skills, personal and social responsibilities, and integrative and applied learning.

This set of tips for building multiple choice assessments provides excellent guidance for developing questions that more accurately determine learning success with regard to the higher levels of thinking.